Teaching and learning in Japan: Teaching and learning in the Rinzai Zen monastery
Teaching and learning in Japan: Teaching and learning in the Rinzai Zen monastery
复制标题
日本的教学与学习：临济禅寺的教学与学习
DOI：
10.1017/cbo9781139174480.003
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发表时间：
1994
影响因子：
0.8
通讯作者：
G. Victor
中科院分区：
文献类型：
--
作者：
Sōgen Hori;G. Victor
日本的流行形象往往围绕着两种相互冲突的文化刻板印象。一种是将日本描绘成一个仪式主义的、受规则控制的等级社会，痴迷于保留传统形式和遵守集体目标会扼杀个人的创造力。另一幅画将日本描绘成神秘文化的宝库，培养出温和、有创造力、略显愚蠢的圣人。这两种刻板印象是相互冲突的。一个社会怎么可能两者兼而有之？仔细观察日本禅宗寺院的教与学，我们就能看到仪式形式主义是如何与神秘的洞察力共存的。我建议将人类学习的光谱分为三个领域：(1)仪式形式主义，(2)理性教与学，(3)神秘洞察力。在现代西方社会，我们专注于并极大地发展了我所说的理性教学，但我们似乎对光谱的两端缺乏兴趣或信心。另一方面，日本的禅宗寺院在很大程度上贬低了理性的教学和学习，同时教授仪式形式主义和神秘的洞察力。事实上，它通过仪式形式主义的方式传授神秘的洞察力。通过“仪式形式主义”，我将一个术语延伸到几种行为：重复、死记硬背、按照传统的规定行事。在仪式形式主义中，学生模仿形式，而不一定理解内容或原理。他们被指示“做什么”，但很少指示“为什么”和“如何”做这件事。我所说的“理性的教与学”指的是一种教育模式，在这种模式下，掌握一系列知识和/或技能的教师通常会
Popular images of Japan tend to cluster around two conflicting cultural stereotypes. One depicts Japan as a ritualistic, rule-governed, hierarchical society where obsession with preserving traditional form and with conformity to group goals stifles individual creativity. The other pictures Japan as the repository of a mystical culture that produces gentle, creative, slightly foolish sages. These two stereotypes clash. How can one society be both? A closer look at teaching and learning in the Japanese Zen monastery allows us to see how ritual formalism coexists with mystical insight. I propose to divide the spectrum of human learning into three domains: (1) ritual formalism, (2) rational teaching and learning, and (3) mystical insight. In modern Western society, we have focused upon, and greatly developed, what I have labeled rational teaching and learning, but we seem to have less interest in, or confidence about, the two ends of the spectrum. A Japanese Zen monastery, on the other hand, substantially discounts rational teaching and learning and teaches both ritual formalism and mystical insight. In fact, it teaches mystical insight by means of ritual formalism. By "ritual formalism," I am stretching one term to cover several kinds of behavior: repetition, rote memorization, behaving according to traditional prescription. In ritual formalism, students imitate form without necessarily understanding content or rationale. They are instructed in "what" to do, but given very little instruction in "why" and "how" to do it. By "rational teaching and learning," I refer to that pattern of education in which a teacher of a body of knowledge and/or skills usually formulates